Part I:
Title: Biology
Author: Kenneth R. Miller and Joseph Levine
Publisher: Prentice Hall
Date: 2002
Grade: 10
Age: 15-16
Chapter: 14 The Human Genome
Part II:
Life Science, Content Standard C
Molecular basis of heredity
Most of the cells in a human contain two copies of each 22 different chromosomes. In addition, there is a pair of chromosomes that determines sex: a female contains two X chromosomes and a male contains one X and one Y chromosome. Transmission of genetic information to offspring occurs through egg and sperm cells that contain only one representative from each chromosome pair. An egg and a sperm unite to form a new individual. The fact that the human body is formed from cells that contain two copies of each chromosome and therefore two copies of each gene explains many factures of human heredity, such as how variations that are hidden in one generation can be expressed in the next.
What does the standard mean?
Every human has 22 pairs chromosomes
Half gene from egg and half from sperm
Sexual reproduction
Gene expression
Punnett square
Genetic Disorders
Pedigree charts
What do students need to understand before you can address this topic?
Meiosis/Mitosis
DNA/ RNA
What is a gene
What prior (mis)understandings are students likely to have about these topics?
Where genes come from.
Ex. Your hair comes from your mothers’ father.
If my parents don’t have a disorder then I can’t have it.
Part III
Criterion III.A: Providing a Variety of Phenomena
Pg. 341. Human Chromosomes
The textbook book really explains this well. Going through what chromosomes look like and how they carry genetic information as well as how chromosomes are used in sexual reproduction.
Pg. 352. Chromosomal Disorder
Giving great detailed examples of what happened to cause the disorder.
Pg. 357. Human Genome Project
Nice description of the project as well as rapid sequencing, genes, and gene therapy.
In chapter 14 of my textbook I believe that they explain phenomena pretty well. They the variety wasn’t bad but I will have to go into a little more detail in a lot of the areas while using this text book.
Criterion III.B: Providing Vivid Experiences
Understanding pedigree charts
There is an activity where you give the students a pedigree chart with phenotypes and you have to students use their knowledge and come up with possible genotypes for the original parents.
I really like this activity because it will have the students reading the chart and analyzing it. From there they will have to work backwards through a few generations to discover where the carriers for the disorder are. With this type of activity the students should really be able to grasp the concepts of pedigree charts and sex linked disorders.
Criterion IV. B: Representing Ideas Effectively
Figure 14-2 shows a nice basic example of a punnett square and how it works.
Figure 14-3 In this chapter this is my favorite diagram. It shows a pedigree chart and explains each part of the chart and what it means and stands for. This is a great visual aid.
Figure 14-4 Shows blood groups. IT shows the phenotype, genotype, antigen on red blood cell and what types of blood transfusions are safe for that blood type.
All of these charts can be used as visual aid to help the students to better grasp the material at hand. The first two figures go into to detail to show what the text has already explained. The third graph does as well but it more of an idea that can be used in a lab/paper that the students can use to look at their own blood types.
Part IV.
All of the different phenomena’s were introduced very nicely in the text. I would use the text for introducing the topics as well as helping with vocabulary terms for the chapter. I will use worksheets and labs as well as some of the great diagrams from the text to build lessons that will teach the students all the material that is needed.
Title: Biology
Author: Kenneth R. Miller and Joseph Levine
Publisher: Prentice Hall
Date: 2002
Grade: 10
Age: 15-16
Chapter: 14 The Human Genome
Part II:
Life Science, Content Standard C
Molecular basis of heredity
What does the standard mean?
What do students need to understand before you can address this topic?
What prior (mis)understandings are students likely to have about these topics?
Part III
Criterion III.A: Providing a Variety of Phenomena
Pg. 341. Human Chromosomes
The textbook book really explains this well. Going through what chromosomes look like and how they carry genetic information as well as how chromosomes are used in sexual reproduction.
Pg. 352. Chromosomal Disorder
Giving great detailed examples of what happened to cause the disorder.
Pg. 357. Human Genome Project
Nice description of the project as well as rapid sequencing, genes, and gene therapy.
In chapter 14 of my textbook I believe that they explain phenomena pretty well. They the variety wasn’t bad but I will have to go into a little more detail in a lot of the areas while using this text book.
Criterion III.B: Providing Vivid Experiences
Understanding pedigree charts
There is an activity where you give the students a pedigree chart with phenotypes and you have to students use their knowledge and come up with possible genotypes for the original parents.
I really like this activity because it will have the students reading the chart and analyzing it. From there they will have to work backwards through a few generations to discover where the carriers for the disorder are. With this type of activity the students should really be able to grasp the concepts of pedigree charts and sex linked disorders.
Criterion IV. B: Representing Ideas Effectively
Figure 14-2 shows a nice basic example of a punnett square and how it works.
Figure 14-3 In this chapter this is my favorite diagram. It shows a pedigree chart and explains each part of the chart and what it means and stands for. This is a great visual aid.
Figure 14-4 Shows blood groups. IT shows the phenotype, genotype, antigen on red blood cell and what types of blood transfusions are safe for that blood type.
All of these charts can be used as visual aid to help the students to better grasp the material at hand. The first two figures go into to detail to show what the text has already explained. The third graph does as well but it more of an idea that can be used in a lab/paper that the students can use to look at their own blood types.
Part IV.
All of the different phenomena’s were introduced very nicely in the text. I would use the text for introducing the topics as well as helping with vocabulary terms for the chapter. I will use worksheets and labs as well as some of the great diagrams from the text to build lessons that will teach the students all the material that is needed.